![]() ![]() Study effects were evaluated by the What Works Clearinghouse visual analysis indicators and nonoverlapping data effect sizes. To support the engagement of students with co-occurring reading difficulties and inattention during reading instruction, the present study embedded antecedent- and consequence-based behavioral supports into an evidence-based reading curriculum to answer the following research question: What are the effects of integrating behavior supports into a reading intervention on student engagement relative to a reading intervention without behavior supports for fourth-grade students with co-occurring reading difficulties and inattention? The study used an ABAB withdrawal design. However, there is limited research on how to increase student engagement during reading instruction for these students. Students with co-occurring reading difficulties and inattention tend to respond to reading interventions less favorably than those with reading difficulties without inattention. ![]() (PsycINFO Database Record (c) 2013 APA, all rights reserved)(journal abstract) Additionally, three students demonstrated maintenance of the sight words they acquired up to four weeks after the computer intervention was discontinued. All four students mastered the target sight words within two to seven 20 to 25-minute sessions. A multiple baseline design across word sets demonstrated that computer practice using Kurzweil 3000 was functionally related to increased sight word recognition. Computer-assisted instruction using the Kurzweil 3000 text to speech program included the following practice activities: typing target sight words, highlighting spoken words on the computer screen, reading and saying sight words into a microphone, and completing a cloze passage. This study was designed to examine the effects of a computer-assisted instruction program on the acquisition of sight words for four African American fourth graders with mild disabilities (i.e., learning disabilities, mild intellectual disabilities, and ADHD). ![]()
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